title: The expertise reversal effect for sequential presentation in dynamic soccer visualizations.
abstract: Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.
authors.affiliation: Faculty of Sport Sciences, Aix-Marseille University, France.
authors.forename: Aïmen
authors.initials: A
authors.lastname: Khacharem
authors.forename: Bachir
authors.initials: B
authors.lastname: Zoudji
authors.forename: Slava
authors.initials: S
authors.lastname: Kalyuga
authors.forename: Hubert
authors.initials: H
authors.lastname: Ripoll
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D003071:Cognition / Q000502:physiology*; D003196:Computer Graphics; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D012916:Soccer / Q000523:psychology*; D055815:Young Adult